Tag: Media creation

Podcast Pedagogies

Published on by douglaseducatorsnetwork

Presentation2

A meta-cognitive look at creating an audio-recording based assignment 

Episode II – 8:19 minutes

After our initial meeting, Lisa Smith and I met for a second time with a more decided perspective on how to proceed with creating an audio-recording-based assignment for her Gender and Youth Cultures course. We are capturing the design process with these recordings and our hope is that other instructors and designers will benefit from our work when considering or creating similar assignments. One additional benefit we have noticed is the reflective nature of reviewing what we discussed while editing. Even if we weren’t going to share these recordings, it has been a valuable experience in understanding dialogue, the other person, and how we communicate ideas.

Listen to the conversation

The resources mentioned in the recording include:

Podcasting – A Teaching with Technology Paper by Ashley Deal, Carnegie Mellon University June 4, 2007
Licensed under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0

Gender and Youth Cultures Campus Culture Podcast Project Assignment Guideline Fall 2017

Listen to Episode I – Exploring the possibility of creating a podcast-based assignment

Continue reading “Podcast Pedagogies” →

The difference between film-making and video

Published on by douglaseducatorsnetwork
veeterzy-98988
Photo by veeterzy on Unsplash

(Part two of Naive Art for Educational Media)

Have a vision for your project. Is it a high concept, short and artful film, or are you wanting to provide practical information? Instructor or topic introductions, how-to instructions, and concept explanations can be effectively produced with lower production values, less time and cost if a few simple guidelines are considered.

Assess your resources

If you have an in-house production team, take advantage of their skill, knowledge, experience and access to equipment and software, especially if high production values are needed.

If you don’t have concierge-level support for your media projects, determine if training is available for a do-it-yourself approach. We have a new Ed Media program at Douglas College that does exactly this. There are also video-tutorial courses on Lynda.com to help get up-to-speed with pre-production, production and post-production tasks for media projects.

If you have little time for planning with experts or training opportunities, all is not lost. You can resort to a naïve art approach to video and audio recordings. Well, maybe not too naïve, as you’ll see from the following suggestions.  Continue reading “The difference between film-making and video” →

Naïve Art for Educational Media

Published on by douglaseducatorsnetwork

Media Easy Wins – Part one

In painting, “fine art” involves formal training, skillful technique, and the use of perspective, refined colour palette and subtle representations. Naive art might lack many or all of these qualities, and has been judged as “technologically primitive” by Western academia. It is also recognized as authentic, simple and honest. And it can be impactful. Consider the work of Henri Rousseau, a particularly influential naive artist.

Gypsy-dream

By Henri Rousseau – La zingara addormentata, Public Domain, Created: Dec 31 1896

What does painting have to do with educational media?

The analogy draws attention to the value of video and audio educational media created by amateurs. Many instructors I have met do not have formal training, or the resources to get formal training in creating video and audio learning objects. Help from professional media experts may be difficult to obtain. Subject matter experts are often challenged to create multiple ways to represent their knowledge to students.

In the recording industry, a fair amount of recorded creative work is not used in the final product. In education, unused video or audio recorded content may represent poor planning at best and wasted time and resources in the worst case. Time and budget-constrained educators have to be creative, competent and efficient to make the best use of opportunities to communicate their knowledge to others via video or audio recordings.

Instructors are also in a position to use multiple means of representation (the first principle of Universal Design for Learning) to convey meaning to students, and to allow the same for student assignment submission. Adopting an on-the-ground, essential approach to media production can be an effective way to encourage alternate modes of expression.

The next post in this series offers a few ideas from our recent experience to support the creation of simple, artful, and impactful recordings for educational purposes.

Douglas College’s new EdMedia Program for faculty and staff

Published on by ahempublishing

Media creation (videos for class instruction or promotional activities, podcasts, etc.) is everywhere these days. Think YouTube, Lynda.com, the Khan Academy. This is the new way of acquiring knowledge and delivering your message to large audiences.                                                         

Creating video and audio recordings can serve to humanize the online environment, convey deeper meaning, and provide a catalyst for social and instructional presence. Some of the uses for educational media include:

  • short instructional/promotional videos or audio recordings
  • just-in-time tutorials
  • collaborative peer assignments
  • formative assessments
  • digital storytelling projects

At Douglas College, we just rolled out our new EdMedia Program, which,  once completed, will provide participants with the skills to create their own educational media designed for their specific purpose, whether that means producing a video or launching a podcast, and ultimately, reaching your desired audience. Graduates leave with a deeper understanding of the creative process and assets that can be used in the classroom, in online courses, or for promotional purposes.

Now for the details. The program consists of six workshops held over a six-week period. Enrollment is limited to ensure a meaningful hands-on experience. Participants have the opportunity to work in recording/editing studios alongside like-minded colleagues and creative professionals from Academic Technology Services. A certificate will be awarded to participants who complete the following courses; however, courses can be taken individually and accumulate towards the certificate.

  1. Recording Foundations: Pre-production and planning
    Thursday, May 25, NW MousePad (room N3142) 9:00-11:00 am
  2. Video Recording Techniques: Lights, camera, action
    Monday, May 29, Studio (room N3272V) 9:00am-12:00pm
  3. Guerrilla Filmmaking: Portable device techniques
    Thursday, June 8, Dance studio (room N3260) 9:00am-12:00pm
  4. Camtasia Desktop Editing: Producing professional-looking videos
    Monday, June 12, NW MousePad (room N3142) 9:00am-12:00pm
  5. Audio Recording: Editing with Audacity/Podcasting
    Thursday, June 15, Studio (room N3272V) 9:00am-12:00pm
  6. Showcase and Next Steps. Next steps to integrate recordings into courses (e.g., Blackboard tools, WordPress sites)
    Monday, June 19, NW MousePad (room N3142) 9:00am-12:00pm

If you’re a member of the DC community and are interested in registering, click here.